Still in the LEGO (LEGOS) Room: Female Teachers Designing Curriculum around Girls' Popular Culture for the Coeducational Classroom in Australia

Autor/in	McKnight, Lucinda
Titel	Still in the LEGO (LEGOS) Room: Female Teachers Designing Curriculum around Girls' Popular Culture for the Coeducational Classroom in Australia
Quelle	In: Gender and Education, 27 (2015) 7, S.909-927 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1096920
Schlagwörter	Females; Women Faculty; Curriculum; Secondary Schools; Foreign Countries; Gender Issues; Social Influences; Feminism; Discourse Analysis; Web Sites; Curriculum Design; Coeducation; Popular Culture; Identification (Psychology); Social Attitudes; Gender Differences; Toys; Play; Imagination; Australia + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Curricula; Lehrplan; Rahmenplan; Sekundarschule; Ausland; Geschlechterfrage; Sozialer Einfluss; Feminismus; Diskursanalyse; Web-Design; Lehrplangestaltung; Koedukation; Popkultur; Social attidude; Soziale Einstellung; Geschlechterkonflikt; Toy; Spielzeug; Spiel; Australien
Abstract	While the issue of boys' dominance of the curriculum has a long history, the article examines this phenomenon in a contemporary context, through an empirical study with female teachers designing English curriculum around girls' media in a coeducational secondary school in Victoria, Australia. In this space, teachers, and the researcher, produce and perform both individual gendered identities and plans for the identities of future student subjects, while negotiating subject positions made available to girls and women in broader social contexts. In this instance, negotiations that take place during the development of a unit of work on Mattel's Barbie website form the basis of feminist discourse analysis, enabling us to "take stock" in thinking about what curriculum design "is," about where the past is situated in relation to the present, and to question why, within a discursive feminist/postfeminist entanglement, the heritage of feminist intellectual thought in this area seems absent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01